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\(s> 



t\ r-^ 



Public Education Association 



OF THE 



City of New York 



40 West Thirty-Second Street 



Bulletin No. 20. 



Dec£77iher .5, 1913 



THE COURSE OF STUDY IN THE 
HIGH SCHOOLS OF NEW YORK CITY 

An abstract of the report of Dr. Calvin O. Davis to the Committee on School Inquiry 
of the Board of Estimate and Apportionment of the City of New York.* 



There are twenty high schools in New 
York City — five for boys only, three for 
girls only, and twelve co-educational. The 
curricula offered are grouped into a "gen- 
eral course" and "special courses." The 
"general course," which is the common 
traditional high school course, is given in 
seventeen of the twenty schools. The "spe- 
cial courses" are the girls' technical course, 
which is offered in two high schools; the 
manual training course for girls, given in 
two high schools; the manual training, 
industrial and technical courses for 
boys, offered in eight high schools; and 
the commercial courses, of four years 
length in three high schools, and of three 
years length in elev'en high schools. 

In Dr. Davis's report each of these 
courses is analyzed and compared with 
similar courses offered in other large cities, 
and, in the light of this critical analysis 
and comparative study, are offered sug- 
gestions looking to the improvement of 
present practices. In this abstract, the pre- 
liminary analysis of these numerous courses 
is omitted, since the salient points are con- 
sidered in the following comparative study. 



THE GENERAL COURSES IN NEW 

YORK COMPARED WITH THOSE 

OF TEN REPRESENTATIVE 

CITIES. 

Each of the ten high 
Courses Offered school systems outside of 
New York City which are 
analyzed provides either 
"(i) a general course or (2) a series of 
parallel courses, all aiming to give a gen- 
eral training supplemented by considerable 
intensified instruction in one or more par- 
ticular fields, or (3) one or more general 
high schools organized to enable students 
to secure a wide range of instruction in 
such departments as the individual tastes, 
aptitudes, and ambitions of each pupil may 
require. In providing a general course 
in seventeen of the twent>' high schools, 
New York City is, therefore, in accord 
with the common practices elsewhere in 
the United States." 

The scope of the work in 

Scope the general high schools of 

the cities compared varies 

considerably; due mostly to the newer and 



* This abstract was prepared for the Public Education Association by Mr. H. A. Brown, a Research Scholar of Teachers 
Colleae, Columbia University, from the original report published by the Committee on School Inquiry. Unfortunately 
the extremely limited edition of the report on the school inquiry issued by the Committee of the Board of Estimate and 
Apportionment lias made impossible a wide distribution of the reports themselves. The series of abstracts and reports published 
in the bulletins of the Public Education Association are intended to present in concise form ihc essentials of these reports. 



Copyrighted 1913 by Public Education Association of the City of New York 









PUBLIC EDUCATION ASSOCIATION 



more practicable subjects, although each high 
school provides the conventional aca- 
demic subjects — English, foreign languages, 
history, civics, economics, mathematics, and 
natural science. Most of them provide 
courses in music, drawing, physical train- 
ing, and public speaking. 

"In comparison w^ith the offerings in the 
ten cities analyzed, the scope of the gen- 
eral course in Nev^^ York City is decidedly 
nafrow. Indeed, in respect to the newer 
and more practical subjects, the course in 
New York City is in the stage of organiza- 
tion which is already outgrown by most 
other cities. Neither does New York City 
provide differentiated work in the older 
conventional subjects commensurate with 
that work in the other cities. 

"Of the ten city systems analyzed, nine 
provide two or more years' work in manual 
training in every general course or general 
high school. New York City makes no 
provision whatever for work of this kind 
in the general course, and confines the 
special courses of this character to four 
high schools, namely: Stuyvesant in 
Manhattan, Manual Training and Bush- 
wick in Brooklyn, and Bryant in Queens. 

"Seven cities provide two or more years' 
work in cooking, sewing, and applied art 
for girls in all of their general courses or 



general high schools, while the other three 
cities offer these subjects in one or more 
of their general high schools. New York 
City provides, in the general course, a 
single year's offering in domestic science. 
This consists wholly of a course in cooking, 
and is restricted to those schools" (nine 
in all — Wadieigh, Washington Irving, 
Morris, Girls', Manual Training, Eastern 
District, Bryant, Newton and Far Rock- 
away) "in which 'facilities' for teaching the 
subject are provided — except that elemen- 
tary sewing is taught in four schools and 
that dressmaking and millinery are offered 
for girls in the Manual Training High 
School in Brooklyn. . . . 

"As to commercial work in the general 
course in the seventeen high schools, New 
York City provides nominally two years 
of stenography and typewriting and one 
year each of (i) bookkeeping, (2) eco- 
nomics, and (3) commercial law and com- 
mercial geography." Actually, economics 
is taught in but two schools, bookkeeping 
in but five schools, and commercial law 
and commercial geography in three schools. 
In contrast to these provisions, it has been 
found that eight other cities here con- 
sidered offer commercial work in excess of 
twenty periods in every general course or 
general high school, and that six of these 



Number of Periods of Work offered in General Courses 







No. of 


No. of 


No. of 


No. of 


No. of 




No. of 


Periods in 


Periods in 


Periods in 


Periods in 


Periods in 


City 


reriods m 


Foreign 


History, 


Mathe- 


Natural 


Commer- 




English 


Language 


Civics and 
Economics 


matics 


Science 


cial Work 


New York 


17 


102 


15 


17 


27 


13 


Boston 


20 


90 


25 


20 


40 


25 


Chicago 


16 


100 


27/2 


17 


38 


51 


Cincinnati 


16 


71 


13 


18 


25 





Cleveland 


25 


60 


19 


15 


31 


10 


Detroit 


36 


82/2 


21 


24 


28 


52 


Indianapolis 


20 


70 


25 


20 


20 


30 


Los Angeles 


20 


90 


80 


25 


49 


45 


Milwaukee 


20 


60 


22/2 


20 


25 


25 


Newark 


16 


70 


23 


15/2 


23 


21 


St. Louis 


20 


95 


15 


18 


25 


40 



S)Ci,A.:^HSv2 



OF THE CITY OF NEW YORK 



eight cities provide more than thirty | whole, the offering in New York City is 
periods; Cincinnati and Cleveland being | pursued with less intensiveness than is the 



the only cities that provide fewer periods 
than New York City. A better idea of 
the subjects offered in the general courses 
of the several cities may be obtained from 
the accompanying table, known in the 
original report as table IV. 

'Trom this table it is seen New York 
City offers fewer periods of work in English 
than do seven cities, but more periods than 
do three cities; that in foreign languages 
New York City leads all the other cities; 
that in the department of history, 
civics, and economics only two other 
cities provide so few periods as New 
York City; that in mathematics seven 
cities offer a larger number of periods than 
New York City and two provide fewer 



offering elsewhere in respect to English, 
history, civics and economics; mathematics; 
natural science; commercial subjects; in- 
dustrial subjects for both boys and girls; 
and music; but with equal or greater in- 
tensiveness in respect to foreign languages; 
drawing; oral expression; and physical 



trammg. 

Flexibility 



Flexibility in the work 

offered may be considered 

from two points of view: 

(i) per cent of the work 

prescribed for graduation, 

and (2) per cent of the work offered in 

a particular department that is prescribed. 

From the following table, known in the 

original report as Table VI, it will be 



periods ; that in natural science New York ! seen that the amount of work prescribed 



City stands exactly in the middle of the 
list of cities; and, finally, that in com- 
mercial subjects, with two exceptions, New 
York City provides fewer perio4s than any 
other city. 

"Summarizing, it is seen that, on the 



for graduation varies from none in Mil- 
waukee to 75 per cent in St. Louis, New 
York being next to St. Louis in prescribing 
70.1 per cent. The average per cent of 
work prescribed in the ten cities, other than 
New York, is 39.09 per cent. 



Per Cent of Work Prescribed for Graduation 



City 



St. Louis 

New York 

Cleveland 

Cincinnati 

Detroit 

Boston 

Newark 

Indianapolis 

Los Angeles 

Chicago 

Milwaukee 



English 



25.00% 
17.20 
18.75 
22.22 
20.83 
20.31 
18.42 
18.75 
12.50 
10.00 
0.00 » 



Foreign 
Language 



12.50% 
18.44 
25.00 
13.89 

0.00 
10.94 

0.00 6 

0.00 

0.00 

0.00 

0.00 



History, 
Civics, and 
Economics 



12.50% 
1L07 

6.25 

5.56 

5.56 

4.69 

0.00 ' 

0.00 

6.25 

0.00 

0.00 



Mathe- 
matics 



12.50% 

11.07 

12.50 

12.50 

13.89 

6.25 
13.15 

6.25 

0.00 

0.00 

0.00 



Natural 
Science 



Total 



12.50% 
12.30 

0.00 

6.94 

6.94 

4.69 

6.57 

6.25 

0.00 

0.00 

0.00 



75.00% 
70.10 
62.50 
6L11 
47.22 
46.87 
38.16 
3L25 
18.75 
10.00 
0.00 



1. 

2. 
3. 
4. 

5. 
6. 

7. 

8. 



EiehtT recitation periods taken as the reqmrcment for graduation. 

Eilhty-one and one-th.rd periods taken as the requirement for graduation. 

&eventy-two recitation periods taken as the requirement for graduation. 

sfxtyfour recitation periods taken as the requirement for graduation. 

Seventy six recitation periods taken as the requirement for graduation. 

Newark prescribes a foreign language in the college preparatory courfe and the general course. 

Newark" pre's"cribesT year o7'hist^or^°"n 'the college preparatory course and the general course, but 

Ordfnarily'' cS"aUs"fSt"yaXrion in Milwaukee must have, pursued a minimum of work in 
EngUsh bufit is possible to gradmate from the "elective course" without such study. 



PUBLIC EDUCATION ASSOCIATION 



By ranking the eleven cities according 
to the flexibilit_v of their courses by de- 
partments, we find that New York City 
has the most inflexible course of any on 
the list save one, — St. Louis. 

"It is evident," says Dr. Davis, "that the 
greater the amount of work that is pre- 
scribed the less opportunity each pupil has 
to elect subjects in accordance with his 
peculiar individual tastes and needs. 
Hence, in comparison with the other cities, 
New York City is seen to administer the 



general course with less regard to the spe- 
cial interests and aptitudes of the students 
in the schools than any other city of our list 
save one." The distribution of the pre- 
scriptions by departments given in the above 
table deserves careful notice. 

The per cent of the total amount of 
work offered in a particular department 
that is prescribed in the several cities is 
illustrated in the follovring table, known 
in the original report as table VII. 



Per Cent of Work Offered in a Department that is Prescribed 



Cities 


English 


Foreign 


History, Civics, 
and 


Mathe- 


Natural 






Language 


Economics 


matics 


Science 


St. Louis 


100.00% 


10.25% 


62.50 


55.50% 


40.00% 


New York 


82.35 


14.70 


60.00 


52.93 


37.03 


Cleveland 


60.00 


33.33 


26.31 


66.66 


none 


Cincinnati 


100.00 


14.08 


30.80 


50.00 


20.00 


Detroit 


41.66 


none 


23.81 


4L66 


17.85 


Boston 


65.00 


7.77 


12.00 


20.00 


7.50 


Newark 


87.50 


none absolutely ^ 


21.74 


64.51 


2L74 


Indianapolis 


75.00 


none 


none absolutely ^ 


25.00 


25.00 


Los Angeles 


50.00 


none 


6.25 


none 


none 


Chicago 


50.00 


none 


none 


none 


none 


Milwaukee 


none absolutely ^ 


none 


none 


none 


none 



(1) Ordinarily a pupil is expected to take courses in this 

"Thus," says Dr. Davis, "it appears 
again that the administration of the gen- 
eral course in New York City is much 
more rigid than it is in practically any of 
the ten cities. Not only is a relatively 
larger amount of work prescribed for every 
department, as is shown in Table VI, but 
Table VII shows that the opportunity for 
pupils to select, within the several depart- 
ments, courses according to their own judg- 
ment and desires is narrow and restricted. 

"We find, therefore, in summarizing 
that, in respect to the scope of the work 
olifered in the general course, the intensive- 
ness with which many studies are pursued, 
and the flexibility with which the work 
is administered, New York City ranks 



subject, but may be graduated witliout having done so. 

markedly below the majority of other cities 
with which it has been compared." 

ADMINISTRATION OF THE 
GENERAL COURSE IN 
NEW YORK CITY 

The foregoing analysis of the general 
courses \n the high schools of the cities 
considered was based on their latest avail- 
able printed documents. It did not seem 
feasible to try to determine the detail of 
administrative practices in these cities 
further than these reports afforded. In 
New York City, however, it was possible 
to ascertain just what divergencies, if any, 
from the printed courses were allowed in 



OF THE CITY OF NEW YORK 



practice. "These divergencies," says Dr. 
Davis, "are numerous, and, in some in- 
stances, very great." Some of the more 
important ones deserve special attention. 

In the first year, all work 
First Year is prescribed, the only 
alternative choice being 
among the foreign lan- 
guages — Latin, German 
and French — which is commonly made 
through the advice of the principal. How- 
ever, the rule fixing the minimum size 
of classes is often applied so as to result 
in the offering of only one language. Prin- 
cipals very seldom avail themselves of the 
rule allowing individual programs to be 
modified to the interests of the pupil. In 
brief, practice indicates that the real course 
of study of the first year docs not coincide 
with the normal course. 

"Domestic Science" is 
Second Year limited to cooking, and is 
offered only where kitch- 
ens have been provided, 
i.e., in nine of the fifteen 
high schools attended by girls. The teach- 
ing of Greek is confined to seven, and 
Spanish to three high schools respectively, 
Italian being entirely omitted. 

In the third year, the same 
Third Year limitations hold as in the 
second year in regard to 
Greek, Italian and Span- 
ish. Economics is taught 
in two schools, bookkeeping in five. "Thus," 
says Dr. Davis, "the elective ofifering of 
the third year of professed thirty-nine 
periods virtually shrinks by about one- 
third." 

"The nominal electives 

Fourth Year open to seniors according 

to the official course of 

study aggregate seventy 

periods per week. The 

actual available subjects open to the senior 

student with linguistic tastes aggregate in 

most schools thirty-eight periods. This in- 



cludes all work available, though much 
of it would undoubtedly not be adapted to 
the needs of a student of this type. The 
actual available subjects open to the senior 
student ivithout linguistic tastes, and who, 
in consequence, would naturally elect 
chemistry in the second year rather than 
a second foreign language, would aggregate, 
in most schools, only twenty-two periods, 
and would include, in general, besides the 
science work, advanced mathematics, type- 
writing and stenography, drawing, and 
music, some of which would certainly not 
particularly meet his needs. 

Thus, it is apparent that in scope or 
range of subject matter the general course 
in New York City as actually administered 
is in reality decidedly more narroiv than 
the printed announcements indicate, and 
that, as a consequence, the opportunity for 
pupils to elect work that is adapted to their 
special needs and interests is restricted to 
an amount considerably less than the small 
maximum which the printed course of study 
sets forth. 

"On the other hand, in the actual ad- 
ministration of the course a greater in- 
tensiveness in a few subjects is secured than 
the printed announcement indicates. In 
a number of schools in the city plane 
geometry of the second year is given five 
periods instead of four; English history of 
the third year is given three periods in- 
stead of two; and English of the fourth 
year is allotted four periods instead of 
three. In other respects, however, the 
nominal and the real assignment of periods 
to the different subjects coincide." 

SPECIAL COURSES IN NEW YORK 
CITY 

A three years' technical 

_. , , _ . . , course and a four years' 
Girls Technical ,., , ^ 

P library assistants course 

for girls is ofifered in two 

high schools — Washington 

Irving, and Bryant. English, physical 

training, music, drawing, elocution, and at 

least one year's work in a foreign language 



PUBLIC EDUCATION ASSOCIATION 



are prescriptions common to all and most 
of them continue for the entire course. In 
the second year, pupils are allowed to 
elect any one of the following groups of 
subjects which they pursue for the remain- 
ing two years of their course: 

Group I (Stenographers and Typewriters).— 
Stenography, typewriting, bookeeping, penman- 
ship, spelling, and office practice, commercial 
law and civics in third year — nineteen periods 
second year, twentj'-one periods third. 

Group II (Dressmakers and Embroiderers). 
— Sewing, drafting, fitting, study of materials, 
textiles, color, form, and design— nineteen 
periods second year, twenty-one periods the 
third. 

Group III (Milliners). — Millinery, study of 
materials, trimming, frame-making, color, form, 
and design — nineteen periods during second 
year, twenty-one periods third. 

Group IV (Designers). — Design, still life, 
plants, casts, composition, picture study, history 
of ornament, textiles, interior decoration, 
draperies, costume design, book covers, illus- 
trating, lettering — nineteen ^ periods during 
second year, twenty-one periods the third. 

Group V (Library Assistants). — English, 
ancient history, geometry, German, French, 
Latin, or Spanish (two to be elected), physical 
training, music, declamation and voice train- 
ing — twenty-six periods during second, thirtj' 
periods during third and fourth years. No 
elective work is authorized for second year. 
Library economy is given during the third 
and fourth years. 

The library course is the only special 
course requiring four years. It is prac- 
tically the general course modified by the 
introduction of library economy, library 
work and the requirement of two foreign 
languages. 

This course of four years 
Manual Train- is announced as being 
ing Course for given in two high schools 
Girls — Manual Training and 

Bushwick. "A study of 
this course," says Dr. Davis, "shows that 
it is identical with the 'General Course 
of Study' except in the matter of 'industrial 
work for girls.' Whereas the general 
course offers a year's work in cooking in 
either the second or fourth years, the 
'manual training course for girls' offers a 
year of sewing and dressmaking, four 



periods per week, during the second year; 
a year of cooking, four periods per week, 
and a year of millinery, three periods, both 
in the third year; and further work to 
the extent of four periods in sewing and 
dressmaking in the fourth year. All of 
this work is elective. From this analysis 
it is clear that this manual training course 
for girls is in reality the general course 
into which have been introduced eleven ad- 
ditional periods of domestic arts work." 

Manual Train- Manual training, industri- 
ing, Industrial al and technical courses 
and Technical of four years are offered 
Courses for to boys in eight high 
Boys schools. " 'The manual 

training course prepares for admission to 
colleges, schools of engineering, and pro- 
fessional schools. The industrial or tech- 
nical course offers opportunities for special 
work in woods and metals and in machine 
shop practice, and is intended for boys who 
will enter high grade manufacturing estab- 
lishments directly from school.' " 

The prescribed subjects constitute 82.8 
per cent of the total offering in the first 
year; 83.33 per cent in the second year; 
85.71 per cent the third year; and 72.4 
per cent the fourth year. At least one 
foreign language, English, music, and elo- 
cution are prescribed the same as in the 
general course. 

Commercial courses of 

four years are offered in 

Commercial ^^^^^ j^jg]^ schools; courses 

Courses ^^ three years are found 

in eleven high schools — 

one school offering both three and four 

year courses. These courses are treated 

in detail in the report of Dr. Thompson 

on "Commercial Education." 

After analyzing this course in great de- 
tail, Dr. Davis concludes that "In com- 
parison with the provisions for special or 
technical courses elsewhere, therefore, New 
York City is seen to be far from abreast 
of the times. In the scope and intensive- 
ness of industrial work for boys, industrial 
work for girls, and commercial work for 



OF THE CITY OF NEW YORK 



both boys and girls, it suffers by com- 
parison with several of the other cities. 
This is strikingly true in respect to the 
offering in these subjects in the general or 
'regional' high schools. Moreover, consider- 
ing the size of the city, the various nation- 
alities represented, and the different in- 
tellectual, artistic, and vocational aptitudes 
among the students, the provisions for spe- 
cial courses or special schools of other types 
in New York City fall far short of what 
is being undertaken in several other places. 
In the few special schools that are operated 
in New York City the scope and intensive- 
ness compare fairly well — though not fully 
— with similar schools in other cities." 

SPECIAL COURSES IN NEW YORK 

CITY COMPARED WITH THOSE 

OF TEN REPRESENTATIVE 

CITIES 

Concerning the published special courses 
of study, Dr. Davis says that the analyses 
show that, "of the ten cities compared, five 
(Boston, Cleveland, Detroit, Indianapolis, 
and Newark) provide differentiated or spe- 
cial high schools devoting their efforts to 
intensive training in special or technical 
lines. These five cities provide such schools 
for both boys and girls. All ten of the 
cities, however, save Indianapolis, offer, in 
addition, special courses in mechanic arts 
for boys, domestic and applied art for girls, 
and commercial work for both boys and 
girls in all of the general high schools. 
Indianapolis confines all work in mechanic 
arts for boys and domestic art and science 
for girls to the one school, the Manual 
Training High School, but this school is 
not regarded as a strictly technical school. 
The restriction to this school of the sub- 
jects mentioned is purely a matter of local 
convenience, the work in every respect be- 
ing considered academic and cultural in 
character, not vocational. 

"Of the five cities having special high 
schools, three have only one such school 
(Detroit, Indianapolis, Newark) ; one city 
(Cleveland) has two, and one city 



(Boston) has five. In the other cities all 
technical and quasi-vocational work is or- 
ganized within the general high schools. 
New York City, therefore, in administer- 
ing the technical instruction through dif- 
ferentiated high schools, finds support in 
other large cities; but, per contra, the prac- 
tice elsewhere suggests that a portion of 
such instruction and training can also ad- 
vantageously and economically be given in 
the general schools. . 

"In nearly every one of the ten cities 
compared the special courses or special 
schools have been rendered available to a 
very large percentage of the boys and 
girls by reason of the flexibility with which 
the work has been administered. Instead 
of concentrating most of the special courses 
in one special school or in a few special 
schools, the majority of the ten cities have 
organized those courses in general schools. 
Even in those cities in which two or more 
special schools are provided, the rudiments 
of the special technical branches are usually 
offered in the general schools. Hence, in 
nearly all of these cities, there is abundant 
opportunity for boys and girls to test their 
interest in special lines of work before 
definitely electing to pursue any line of 
work intensively. . , . 

"New York City, in comparison with the 
other cities, provides a very small number 
of special courses in which the core of the 
work is academic in character or specialized 
without being technical. The only special 
course of this kind authorized by the Board 
of Superintendents in New York City is 
the scientific course of four years offered 
to boys in the Stuyvesant High School. 
Moreover, within each of the special 
courses, there is no notable differentiation 
in the content of the subject matter or in 
the method of its presentation from what 
is found in the general course. 

"In view of the administration of special 
courses or special schools elsewhere, there- 
fore, it appears (i) that there are fewer 
such courses or schools than the complex- 
social and business interests of New York 
City demand, and the physical difficulties 



8 



PUBLIC EDUCATION ASSOCIATION 



of attending widely separate schools make 
desirable; and (2) that the special courses 
and special schools at present provide in 
New York City are not as thoroughly 
specialized as the organization of similar 
courses in other cities suggests as wise." 

CRITICISMS AND RECOMMENDA- 
TIONS 

"In the preceding analyses 

and comparisons it has 
Function of the ^^^^ ^^^^^ ^^^^ ;„ ^^. 

High School g^ni^ing ^he high school 
work in (1) general 
courses or in general or 'regional' high 
schools, in (2) special or technical courses 
within the general schools parallel to the 
general course, and in (3) special differen- 
tiated schools, New York City is in 
harmony with the practice found in many 
cities. This practice rests on the estab- 
lished American principle that the function 
of the public schools is to provide equal 
educational opportunities for every youth 
in the land, and upon the obvious truth 
that no two individuals are constituted 
with precisely the same capacity or interests. 
'Equal educational opportunities' can never 
justly be interpreted to mean precisely the 
same opportunities for all ; on the contrary, 
it must be interpreted to mean opportunities 
as varied as individual and social needs 

require. 

, "Youths who complete the 

^yP^^ ° ,^"^ elementary schools can be 

For Whom classified in two divisions: 

r^L^"'* ( I ) Those who go to high 
Be Made ^^j^^^j^ and (2) those who 

do not. We are here concerned with the 
first group. 

"Of the pupils entering the high schools 
there are again two distinct groups: First, 
those who have not yet developed any par- 
ticular aptitudes or interests, or have not 
decided on any particular life work; and, 
second, those who have. 

"The first main division of the pupils who 
enter high schools is composed of those in- 
dividuals who possess no decided bent, who 



have not yet discovered their permanent in- 
terests, who have no definite goal, and who 
have not much idea of what a high school 
can give or what they should seek within it. 
The number of such pupils is large. There 
is no doubt also that a large percentage of 
pupils who enter a high school with rather 
definite aims and ideals change their ainns 
and ideals very materially if their stay in 
school is sufficiently prolonged. This is in- 
evitable. Ideals are constantly shifting and 
changing for most adults; in adolescence in- 
stability is a common characteristic. In a very 
real sense, the boys and girls at this stage 
begin life anew. In some respects they are 
more helpless and dependent at this time than 
in the days of their childhood. They cannot 
make adjustments readily, and they ought not 
to be urged to do so over-rapidly. Hence, 
for these large numbers, the period should 
be one of self-discovery, testing, and general 
development. For them, therefore, the general 
high school or the general course in the high 
school seems the wisest — at least during the 
first and second years. Before the age of 
sixteen, high school boys and girls are gen- 
erally too young and have too little experience 
to decide permanently and positively upon a 
vocation for life and a curriculum that will 
lead to it. 

"The ambitions, aptitudes, and resources of 
the second main division of pupils have enabled 
or forced them early to select a goal in life, 
and prompted them to shape their education 
in the best ways to realize their purposes. _ ._ . 
We may, for our present purpose, subdivide 
them into six groups: 

"First, those who plan definitely to complete 
the high school course and later to enter 
various colleges of liberal arts and sciences. 
The high school for them is a preparatory 
school; and, if it fulfills its function in this 
respect, it must provide such training as the 
colleges demand for admission. 

"Second, there is a class who plan definitely 
to complete the high school and to enter higher 
technical schools, engineering schools, offices, 
or other positions connected with industry. The 
demand made by this class is, like those of 
group one, for instruction that will fit them 
to enter advantageously upon their chosen 
career. For the members of this group manual 
training, drawing, applied mathematics, and 
specialized courses in science are preferable, 
if not essential. 

"Third, there is a group composed of those 
whose talents, environment, and tastes lead 
them to seek instruction which will enable them, 
on the completion of a four or five-year course 
in the high school, to enter the various paths 
of directive business. They do not expect^ to 
engage in routine office duties or clerkships, 
or to enter other subordinate business positions; 



OF THE CITY OF NEW YORK 



but they aspire to positions of leadership in 
trade, transportation, finance, industry, and 
other business callings. For this group a 
thorough business course in a high school of 
commerce or in a general school, preferably 
the former, is desirable. 

"Fourth, there is a group whose ability, 
ambitions, and resources lead them to seek to 
fit themselves to occupy subordinate positions 
in professional, business, and commercial offi- 
ces, and who, therefore, look to the high 
schools to equip them as fully as possible for 
such positions. The general commercial or 
business course in the schools, largely clerical 
in character, seeks to serve the interests of this 
class of pupils. 

"Fifth, there is a group, mostly girls, who 
enter the high schools with the definite purpose 
of preparing to become teachers in the elemen- 
tary schools of the city. A course of study 
embodying the prescriptions of the city train- 
ing schools and other subjects fitting gen- 
erally for this kind of work must, therefore, 
be provided. 

"Sixth, there is a very large group of both 
boys and girls entering the high school each 
year, knowing definitely that xhty will be un- 
able to complete the entire four-year course, 
but anxious to secure as much training as 
possible in the brief time at their disposal. 
For the most part, these pupils expect to enter 
upon one of two or three definite lines of 
activity. These activities are: (i) office duties 
in very subordinate places; (2) clerkships, and 
(3) industrial work. The expectation and 
hope of these pupils is that they will receive 
as much training in efficiency as their stay 
in the school makes possible. Moreover, the 
ideal of equal educational opportunities entitles 
them to such training. 

"If our democratic ideals are to be ap- 
proximately realized, definite provision for 
all these classes is both just and imperative. 
The aims of a school system must always 
determine the subject matter to be taught 
and the methods of instruction. Whether 
provision for these six divisions of pupils is 
made in separate schools, or in separate 
curricula within particular schools, is not 
fundamental ; the essential fact is that such 
distinct classes of pupils do exist in num- 
bers sufficiently large to make the con- 
sideration of their particular needs impera- 
tive in New York City, as elsewhere, and 
that training essential to the real welfare 
of the individuals themselves, and the City, 
the State, and the nation at large must be 
provided." 



While Dr. Davis com- 

Provision for mends the general plan of 

Such Types in organization of the high 

New York City school system of New 

York City, he says, "Com- 
mending the general plan of organization, 
however, is entirely different from approv- 
ing the actual administration of that plan. 
In considering the completeness and effi- 
ciency of the system, two questions force 
themselves to the front for answer. The 
first is: Is the general course or the gen- 
eral high school as broad in the scope of 
the subject matter offered, as continuous 
and intensive in the instruction provided, 
as flexible in the administration of the 
work, and as readily available as it should 
be to meet the complex needs of a city 
of nearly five million people, divided into 
fifty-four different nationalities, represent- 
ing all degress of wealth and poverty, and 
exhibiting all variations in interest, tem- 
peraments, aptitudes, ambitions, and re- 
sources? The second question is: Are the 
special courses or special schools as 
numerous, as differentiated in kind, as 
broad in scope, as intensive in training, as 
available to those who need them, and as 
adapted to the requirements of those seeking 
to enter them as the city ought to be pro- 
viding? The answer in both instances must 
be 'No.' A consideration in detail of the 
two types of schools is necessary. The 
discussion will treat first the general course 
and the general school, and then the special 
courses and the special schools." 

I. The General Course. 

As the general course is 
Availability given in seventeen of the 
twenty high schools, a dis- 
cussion of its availability 
to the pupils of the city 
involves the question of the proper distri- 
bution of these schools. The small num- 
ber of high schools of enormous size makes 
it necessary for a large part of the popu- 
lation to travel long distances to school 
— this is rendered still worse by the 



10 



PUBLIC EDUCATION ASSOCIATION 



specialization of some high schools 
— imposing considerable expenditure of 
time and money. "It is indeed 



It 



doubtful", says Dr. Davis, "if 
is economically necessary, or educationally 
or socially desirable, to provide buildings 
for pupils in excess of fifteen hundred." 
He therefore recommends, "that plans be 
adopted (a) to provide the diffierent types 
of high schools essential to meet the needs 
of the various groups of pupils, and (b) to 
locate these schools where they will best 
serve the pupils for whom they are in- 
tended," and "that serious consideration be 
given to the plan of defraying the expenses 
of transportation of those pupils who reside 
beyond walking distance, and for whom 
the cost of transportation is a barrier to 
obtaining a high school education." 

"It is certainly incongru- 
Adaptability ous," Dr. Davis says, "to 
provide a single uniform 
course for all pupils in 
the general high schools in 
a city with the diversified business interests, 
the complex social relations, and the indi- 
vidual differences in intellectual, physical, 
and moral powers found in New York 
City. Uniformity can operate advantage- 
ously only over a homogeneous body dom- 
inated by singleness of aim ; not over a het- 
erogeneous community with diversified aims 
and interests. The general course in New 
York City is not adjusted to the varied 
needs of all the pupils who pursue it. It rests 
altogether too much on the theory that what- 
ever is useful in developing and training 
one class of individuals is equally service- 
able for all. It is, moreover, noticeable that 
the subjects that hold the dominant place 
in the course are the ones tradition has 
handed down. The older college pre- 
scriptions set the ideal for aU — that is, 
Latin, mathematics, and (with somewhat 
better reason) modern foreign languages. 
These subjects do, of course, possess im- 
portant and indespensable values for pupils 
of certain types of minds, and for those 
preparing for certain definite lines of work ; 



but our adverse criticism is directed against 
setting the same prescriptions for all classes 
of high school pupils. The controlling 
ideal is too much that of the scholar, the 
exceptional individual, or the class of the 
privileged few. 

"If, however, the democratic principle 
is to hold that each pupil, whatever his 
native endowment or his life aims, shall be 
given an opportunity to develop himself to 
the fullest degree possible, shall be encour- 
aged to derive from the course of study 
what he is capable of assimilating and of 
transmuting into personal efficiency and 
happiness, and into social service and wel- 
fare — then a uniform course of study, or 
a course that approximates close uniformity, 
is decidely unwise. A system of schools 
supported and administered by the people of 
a democratic community ought to be estab- 
lished on democratic principles. 

"To this end, the high schools of New 
York City must be better adjusted to 
social conditions. In particular, the curri- 
cula require modification to make them con- 
form more closely to the interests and needs 
of pupils who pursue them or ivho should 
be encouraged to pursue them." 

After pointing out that the 
Scope analyses in the first por- 

tion of his report revealed 
clearly that, in respect to 
the scope or range of sub- 
ject matter found in the general course, 
New York City is in certain particulars be- 
hind every one of the ten cities with which 
it was compared, he points out that, "It has 
been shown, too, that to a very large de- 
gree the nominal offering in New York 
City does not coincide with the actual offer- 
ing; that many subjects which appear in 
the official course of study for all schools 
are being taught only in a few schools or 
in none at all. It should be noted also that 
no principal possesses any authority what- 
ever to supplement the offering of the uni- 
formly prescribed course or to modify the 
character of the offering to meet the spe- 
cial needs of pupils in his school. 



OF THE CITY OF NEW YORK 



II 



"A striking omission from the general ; 
course in New York City is manual train- I 
ing for boys. . . . Of the ten cities with ] 
which comparison has been made nine pro- | 
vide at least a two years' offering in manual '< 
training in their general high schools, and 
the one other city provides the subject in 
a general academic high school open to such 
as choose to select that school. The practices 
in these ten cities may be regarded as rep- 
resentative of what is being undertaken in 
the more complete school systems through- 
out the United States." 

"A second noticeable omission from the 
general course as it is actually administered 
is the inadequate provision of general 
elementary work in domestic science and 
art and applied art for girls. Nine schools, 
it has been shown, provide a single year's 
offering in cooking, and five of these nine 
also give opportunity to obtain instruction 
in sewing. There is, however, in the gen- 
eral course, no applied art, or home manage- 
ment, or home architecture and decoration, 
or home nursing, or home sanitation, or 
domestic laundering, or chemistry of foods, 
or household economy. Since the aim of the 
general curriculum for the girls is to help 
them to find themselves, and to assist them 
to a more ready adjustment to the social 
conditions and the home duties which fall 
to the lot of most, if not all, of them, 
courses in the subjects enumerated (and 
similar courses) are imperative. Hence, 
courses of the kinds indicated should be 
much more generously provided than at 
present in every school having a general 
curriculum open to girls. At least a two 
years' offering should be made available 
for every girl who desires the work, and 
one year's work should be required for grad- 
uation for every girl in the general curri- 
culum. 

Commercial offerings in the general 
courses as they appear on paper, are fairly 
extended. However, the actual practice 
leaves much to be desired. Dr. Davis rec- 
ommends a year's work in each of the fol- 
lowing: (l) Bookkeeping; (2) Stenography 
and Typewriting; (3) Economics; (4) 



Commercial and Industral History and 
Geography. All of these branches, ex- 
cept commercial and industrial history, are 
nominally provided at present, but book- 
keeping is actually taught in but five 
schools; stenography and typewriting in 
six; and economics in two. Moreover, 
commercial law and commercial geog- 
raphy are at present found in but four 
schools. It is said by many principals and 
teachers that pupils do not elect these 
courses when opportunity is given them. It 
appears, however, that the reason lies not 
chiefly in the nature of the subjects them- 
selves, but in the limitations of time due to 
the excessive amount of prescribed work. 
Commercial subjects should not be unduly 
encouraged. On the other hand, a mode 
of administration which makes their elec- 
tion prohibitive to the general student is 
to be condemned. The subjects enumerated 
above are worthy of a co-ordinate place 
with other branches in the general curri- 
culum. 

A course in civic and vocational guid- 
ance (introductory social science) is recom- 
mended in every school for the general stu- 
dent. "Such a course should not be solely 
commercial and industrial in character, but 
should seek to give every pupil a keen ap- 
preciation of the activities of New York 
City and his personal relations to them. 
It should aim more fully to adjust an in- 
dividual to his time and his environment. 
Such course may properly be styled 'In- 
troductory Social Science — New York City, 
civic, commercial, and industrial.' It 
should emphasize the study of the goverment 
agencies by which New York City is reg- 
ulated, and the various professional, philan- 
thropic, social, commercial, financial, and 
industrial activities through which the life of 
the city is kept going. It might well include 
a survey of the history of the world during 
the past twenty j^ears and the relation of 
New York City to the world move- 
ments. It should include a consideration of 
the civic, commercial, and industrial needs 
of the city; a study of the types of voca- 
tions found in it; an analysis of the personal 



12 



PUBLIC EDUCATION ASSOCIATION 



characteristics and native aptitudes which 
are essential for entering advantageously on 
the various great types of vocations; an 
outline of the technical preparation that 
must be undergone to fit for these voca- 
tions; and finally, the probable rewards 
that will accrue to those who engage in 
them." 

In the older academic branches, the scope 
of the work offered in New York City is 
more nearly in keeping with the liberal 
spirit of the age, and yet here, too, certain 
changes are desirable. Fourteen periods 
as the total aggregate offering in English, 
in a city in which fifty-four races are found 
in the high schools, certainly do not seem 
adequate. The subject is given less attention 
than Latin, French, or German. . . . Two 
types of courses in English are lacking in the 
New York City general course. First, 
there is need of 'appreciation courses' in 
English, the aim of which would be to 
give a real love for good English literature 
and a real appreciation of it. Such a 
course should not consist primarily of 
English classics but of literature that has 
grown out of modern life and that is a 
true interpretation of the best life of to- 
day. . . . Second, there is need of in- 
tensified courses in English in the third 
and fourth years of the general course. 
Fourteen periods, the total offering at pres- 
ent in English in New York City * * * 
are not quite equivalent to three years of 
five periods per week. A survey of the 
comparative tables referred to elsewhere in 
this report (see page 3) shows that only 
four cities provide fewer than twenty 
periods of work in English and that several 
cities ofEer considerably more than this. 
* * * 

"In science elementary courses in as- 
tronomy and geology might well find a 
place. So also should advanced courses in 
physics and chemistry be provided for such 
as desire to specialize in these subjects. 

"In mathematics and foreign languages 
the scope is ample and calls for no ex- 
pansion. Principals, however, should be 
given freedom to organize 'Advanced 



Mathematics' as classes in higher algebra, 
solid geometry, or trigonometry as the real 
needs of their students may require. 

"In history, civics, and economics the 
offerings are as complete as the demands 
of a general course require. The or- 
ganization of the offering could, however, 
be greatly improved, and the adoption of 
the recent syllabus in history will facilitate 
this improvement. We recommend, there- 
fore, that as rapidly as possible the work 
in this department be reorganized in com- 
formity with the new syllabus. * * * 

"It is strange that in New York City 
fine art and music receive so little recog- 
nition in the high schools. Courses in 
water color, oil painting, illustrating, carv- 
ing, pottery-making, metal working, the 
history of music, musical composition, and i 
musical harmony should be available for ' 
those pupils who seek them." 

Respecting the scope of the general 
course of study in New York City, there- 
fore. Dr. Davis recommends that "intro- 
ductory or elementary courses in manual 
training for boys, domestic science and art 
and applied art for girls, introductory 
social science (municipal activities and. 
civic and vocational guidance), and fine' 
arts be added to the present outlined course; 
that additional courses in commercial work, 
English science, and music be provided; 
and that specialized courses and also gen- 
eral 'appreciation courses' in science, mathe- 
matics, history, and English be authorized 
and offered wherever the peculiar interests 
and needs of pupils make their presenta- 
tion desirable." 



2. The Special Courses and the Special 
Schools 

"The aim of each special course within | 
the general schools and the special schools! 
themselves is obviously to provide instruc-- 
tion and training for boys and girls whose | 
aims are rather definitely conceived or fixed. 
Such curricula or schools pre-suppose that 
the dominant interests of the individuals en- , 
tering them have already been revealed, or I 
that economic resources at the command of 



OF THE CITY OF NEW YORK 



13 



such students will not permit further gen- 
eral study. In preceding analyses, these 
classes of persons were found to include 
six easily distinguishable groups." They 
are provided for as follows : 

Those in Group i (preparing for col- 
lege) are provided with no distinct course, 
but the general course through a wide 
selection of elective studies meets well fhe 
needs of this class. 

Those in group 2 (preparing for higher 
technical schools) are catered to in only 
four schools, one in Manhattan, two in 
Brooklyn and one in Queens. It is quite 
evident that these do not furnish facilities 
needed. Dr. Davis, therefore, recommends: 
"(i) that as speedily as possible manual 
training high schools be established in the 
Bronx, and in Richmond, and that ad- 
ditional schools of this type be provided 
in Queens, or else (2) that the subject of 
manual training be introduced as a course 
parallel to the general course in as many 
schools as possible in each of the five 
boroughs of the City." 

The provisions for Group 3 (those pre- 
paring for business careers on completing 
high school) and Group 4 (those prepar- 
ing for office work) are treated in length in 
Dr. Thompson's report on commercial edu- 
cation. Group 5 (prospective teachers) 
may through selection be provided for in 
a general course. 

In regard to Group 6 (those pupils 
whose stay in the high school must be 
relatively short, and who will enter sub- 
ordinate office positions, clerkships, and in- 
dustrial vocations), Dr. Davis says, 'Tor 
these classes New York City at present 
provides no satisfactory and adequate in- 
struction and training. We are thorough- 
ly convinced that the best interests of these 
pupils, both as individuals and as members 
of a complex social organism, can best be 



served if they are given an education that 
is at the same time broad in outline and 
intensely practical. Moreover, we sincerely 
doubt the educational, social, or vocational 
wisdom of prescribing for members of 
this group some of the subjects that pos- 
sibly may reasonably be exacted by mem- 
bers of the other groups. What these 
persons wish, and what they ought to be 
permitted to secure, is an education that 
will enable them quickly to enter positions 
in the business world, to adjust themselves 
to its requirements without undue friction 
and loss of time, and to command from 
the outset a reasonable living wage. In 
addition, the demands of personal culture 
and of social welfare require that all shall 
be given a foundation of knowledge that 
will enable them to appreciate and enjoy 
the best of the world's art, literature, 
science, history, and contemporary activi- 
ties, and (for the girls) instruction and 
training in the ideals and functions of 
home-making and motherhood. 

"The only provision New York City 
makes for meeting directly the real needs 
of the members of this group of pupils 
are the technical courses (five in number) 
for girls found in the Washington Irving 
High School. (Certain experimental 
courses have recently been undertaken in 
the Wadleigh High School.) All other 
instruction that might be made to serve 
directly the interests of this group is either 
so hedged about with prescribed work of 
a character not adapted to the aims, capaci- 
ties, and ambitions of the pupils of this 
group; is deferred in the course to so late 
a period; or else is made so generally un- 
available because of its incorporation into 
the courses of study of so few schools that 
the ofiferings must fail almost completely 
in serving the needs of many students of 
the type under consideration." 



PUBLIC EDUCATION ASSOCIATION 



C( 



(C 



RECOMMENDATIONS 

The following is a complete summary of the recommendations made in this report: 
A. Respecting the General Course of Study 

I. It should be rendered more available to all young people of the city by means of— 

1. Several additional high schools of different types and so distributed throughout the 
several districts of the city as to meet the needs of the pupils for whom they are intended. 

2. Giving serious consideration to the possible plan of defraying the expenses of trans- 
portation of those pupils who reside beyond walking distance, and for whom the cost of trans- 
portation is a barrier to obtaining a high school education. 

"II. It should be better adapted to the varied needs of pupils by — 

1. Extending the scope of studies to include — 

(a) Manual training. 

(b) Domestic science and art in every school. 

(c) Applied art for girls. 

(d) Additional commercial subjects. 

(e) Advanced courses in mathematics, including the 'Principles of Statistics,' 'Prin- 
ciples of Actuarial Science,' and kindred subjects. 

(f) Intensified specialized courses in natural science. 

(g) 'Appreciation' or general information courses in the departments of the older 
academic subjects. 

(h) Specialized courses in Music and Fine Arts. 

(i) Courses in musical appreciation and art appreciation. i 

(j) Mechanical drawing. 

(k) A course in introductory social science, including local government, local indus- 
tries, study of vocations, history of the recent past, and current topics. 

(1) Household economics, including household accounts, purchasing, dietetics, home 
decoration, home architecture, household sanitation and household chemistry. 

2. Giving a greater intensiveness and continuity to some of the instruction by providing — 

(a) That the work in English be allotted four or five periods throughout the entire 
course. 

(b) That plane geometry be assigned five periods per week in the second year, to 
conform to the standards set by the state. 

(c) That algebra and geometry of the third year be organized into two half courses ; 
of four periods each for one term. 

(d) That as speedily as possible the recently issued syllabi in history be adopted by 
all schools. 

(e) That all science courses after the first year be accompanied by individual labora- 
tory work on the part of the pupils, and that to facilitate this work such science ' 
courses be assigned not fewer than five periods per week. 

(f) That courses in music, art, and drawing be multiplied and be assigned three 
or four periods per week. 

(g) That oral expression be given much attention in every class exercise, particularly ' 
in class exercises in English, and that a three-period course be made available t 
in the third or fourth year. I 

(h) That physical training provide a minimum of theory and a maximum of practice, , 
exercise, and games. 

3. Making the administration more flexible by — j 

(a) Prescribing for graduation a much smaller amount of rigidly specified work than at | 
present, such prescriptions to include only — 

1. Three years* work in English (including oral expression), aggregating fifteen j 
periods. 

2. One year's work in introductory natural science, aggregating four periods. 



OF THE CITY OF NEW YORK 15 

3. One year's work in introductory social science, aggregating four periods. 

4. One year's work in United States history and civics, aggregating five periods. 

5. One year's work in manual training for boys or domestic science and art for girls, 
aggregating four periods. 

6. Two years' work in drawing, aggregating two periods. 

7. Two years' work in music, aggregating two periods. 

8. Four years' work in physical training, aggregating eight periods. 

9. Assembly throughout the course, aggregating four periods. 

Or a total of forty-eight periods, 
(b) Prescribing by specific subjects, for the respective years, not to exceed the following: 

I. First year — 

Periods 

English, including oral expression - •■ 5 

Introductory natural science ~ - 4 

Introductory social science — 4 

Physical training „ * 

Drawing _ „ .._ ' 

Music — ■• - ' 

Assembly _ * 

Total - •■■- 18 

2. Second year — 

English - - S 

Manual training or domestic science and art- - 4 

Physical training * 

Drawing ._ - ^ 

Music — — ■ * 

Assembly _ _ „ - ' 

Total - - - 14 

3. Third year — 

English „ -....„.!. - - ■■ S 

Physical training- _ - * 

Assembly — - ...- - — * 

4. Fourth year — 

United States history and civics _. - S 

Physical training. - - — * 

Assembly — - J 

Total - „ -..- - - 8 

(c) Making foreign language study alternative with mathematics, and upon the advice and 
approval of the principal of the school, waiving the alternative entirely for such individ- 
uals as can profit more by taking some other subject. 

(d) Encouraging principals, in conjunction and cooperation with their respective corps of 
teachers, to study local needs and to modify their courses of study and programs of 
study in accordance with their findings. 

(e) Organizing the program of studies into a series of suggestive parallel curricula, each contain- 
ing the prescribed subjects, and, in addition, elective subjects, arranged so as to give an 
intensive training in some one or at most two fields of knowledge. 

(f) Issuing more than one type of diploma— for example, the Regents' high school diploma 
and the New York City high school diploma. 



LIBRARY OF CONGRESS 

DEC 10 1913 llililf'llllllllll 



16 PUBLIC EDUCATION ASS OCIATION 



019 746 611 A 



(( 



"B. Respecting the Special Courses or the Special Schools 

'I. They should be made more available to all young people of the city by means 
of— 

1. Several additional high schools distributed throughout the several districts of the city. 

2. The incorporation of additional special or Itechnical courses parallel to the general course in the 
general high schools. 

3. The incorporation, as eiectives in the general course, of elementary course in semi-technical work. 

II. The high schools should be made more adaptable to the varied needs of 
pupils by — 

1. Extending the scope of work in each type of school. 

2. Differentiating the subject matter and instruction of the included academic subjects so as to give 
them a decided technical bent. 

3. Giving a somewhat greater intensiveness than at present to the prescribed academic courses. 

4. Permitting, during the third and fourth years, individual specialization in aspects of the work 
that have aroused peculiar interest. 

5. Encouraging principals of high schools freely to organize special courses and special curricula to 
meet the needs of pupils whose stay in school must be short, and whose interests are best served 
by giving them "appreciation courses" and much practical knowledge and training. 



LIBRARY OF CONGRESS 



019 746 611 fl 



Hollinger Corp. 
pH8.5 



